Disruptive Behavior Research Articles (Page 1)

Antipsychotic medications are prescribed in the pediatric population for various psychiatric conditions, such as schizophrenia, autism spectrum disorder, mood disorders, and other disruptive behaviors. However, the use of antipsychotic medications, particularly atypical antipsychotic medications, has raised concerns because of their potential to cause weight gain. This review aims to compare the effects of different antipsychotic medications on weight gain in children and adolescents, particularly patients with childhood-onset schizophrenia, after 6-8 weeks of antipsychotic treatment. We searched 5 online databases. Seventeen articles were included with 1360 participants being enrolled. Meta-insight was used for network meta-analysis. We used body weight gain (kilogram) collected in the included studies for calculation. Olanzapine caused the most significant weight gain. The ranking of clozapine is not as high as in adult studies. In contrast, molindone may actually reduce weight. Weight gain in patients with schizophrenia is more clinically significant than in the whole participants. Our study indicated the effects of different antipsychotic medications on body weight gain among children. Childhood-onset schizophrenia may represent a more vulnerable group. Future studies exploring genetic and physiologic risk factors for weight gain, and potential preventive strategies, are needed.

Disruptive Behavior Disorders and Trauma in Children: Potential Implicit Biases in Diagnosis?

Chronic exposure to low concentration of metamifop induces reproductive endocrine disruption and courtship behavior disorders in zebrafish (Danio rerio).

Anxiety disorders are widespread and significantly impair the mental health and daily functioning of autistic children and adolescents. Internet-delivered cognitive behavioral therapy (iCBT) has emerged as a widespread, low-cost alternative to traditional CBT, helping to reduce demands on therapists without sacrificing efficacy. However, the predictors of treatment outcomes in iCBT for this population remain understudied. This study used data from a randomized clinical trial evaluating parent-led, therapist-supported iCBT among 57 autistic youth with anxiety disorders to examine whether repetitive behaviors and restricted interests, pretreatment anxiety severity, parent-rated externalizing symptoms, verbal intellectual ability, and Hispanic/Latino ethnicity predicted treatment outcomes. Hierarchical linear modeling was used to test the impact of these predictors on changes in evaluator-rated and parent-reported anxiety severity. Higher baseline anxiety severity was associated with greater improvement in evaluator- and parent-rated anxiety scores across the trial, while fewer externalizing behavior problems predicted more improvement in parent-reported anxiety and trended towards predicting greater improvement in evaluator-rated anxiety. The other predictor variables did not significantly influence rates of change in anxiety across the trial. These findings suggest that youth with varying levels of anxiety can benefit from a light-touch therapeutic approach, challenging the general notion that low-intensity interventions are only viable for individuals with mild anxiety. These findings also suggest that additional considerations are needed for youth with more severe disruptive behavior problems. Replication of these findings in larger samples with comparison groups (e.g., an inert comparator or a comparison to standard intensity treatment) is highlighted for future work.

In modern society, delayed sleep patterns among schoolchildren present challenges to academic attendance and performance. The impact of nighttime light exposure, especially blue wavelength light, on sleep delay has long been acknowledged. We investigated the effects of using partial blue light blocking glasses (JINS Screen Lens Heavy [40% cut]) on salivary melatonin levels, sleep patterns, sleep circadian phase, and daytime behavior in 39 male schoolchildren aged 10–12 who regularly wear glasses for myopia. Participants alternated between blue light blocking and standard clear lens glasses, both providing vision correction, for three hours before their habitual bedtime. The study was conducted over five weeks using a crossover design with two-week glasses-wearing sessions and a one-week washout interval between conditions. While blue light blocking glasses did not influence salivary melatonin levels, they significantly advanced the sleep phase (bedtime: 22.03 ± 0.08h vs. 22.13 ± 0.09h, p = 0.040, sleep onset: 22.26 ± 0.08h vs. 22.36 ± 0.10h, p = 0.041). The effects were more pronounced in the second week and accompanied by reduced irritability and disruptive behavior during daytime. Our results suggest that wearing blue light blocking glasses before bedtime may advance the sleep phase and improve daytime behavior in schoolchildren under real-world living conditions, warranting further mechanistic investigation.

Evidence-based mental health services are difficult to access; telehealth and mobile health hold promise by removing barriers to traditional clinic-based interventions and enabling broader access. Behavioral parent training (BPT) is an evidence-based treatment for child disruptive behaviors. This project examined the feasibility, acceptability, and preliminary efficacy of using a mobile BPT app, Treks, with families as a standalone treatment (Study 1) or in combination with brief clinician consultation (Study 2). Study 1 participants included 20 caregivers of children with challenging behaviors who engaged with Treks for four weeks. Study 2 participants included 26 caregivers of autistic children with behavioral concerns; all parents received a one-session telehealth consultation followed by random assignment to four weeks of Treks engagement (Treks; n = 14) or access to online resources (consultation control: CC; n = 12). Across both studies, Treks was rated positively and was reported by parents as acceptable and appropriate for their concerns, as well as adequately feasible. In Study 1, 60% of participants fully completed Treks and 83% of completers showed reliable improvement in at least one main outcome (parenting stress, parent sense of competence, and child behavior problems). In study 2, there were significant improvements in Treks but not CC participants, showing moderate-to-large decreases in child disruptive behaviors and parent stress and increases in parent-perceived competency. Mobile app-delivered BPT has the capacity to support families as a feasible and acceptable standalone treatment and should be considered as part of a stepped-care approach or for families who cannot access clinician-delivered BPT.

Correction of Reward Processing Deficits in Youth with Disruptive Behavior and Trauma Exposure: A Pilot Study of Neural Responses to Fluoxetine

Linking genetics to behavior: from glutamatergic genetic variation via amygdala morphology and fear recognition to youth's callous-unemotional traits and reactive-proactive aggression.

This study aims to comparatively examine dysphagia symptoms in children diagnosed with autism spectrum disorder (ASD) and children with typical development (TD), along with the impact on their families. A total of 70 children aged 3-7 years and their parents took part in the study (35 children diagnosed with ASD and their parents, and 35 typically developing children and their parents). Swallowing disorders were assessed using the Pediatric Eating Assessment Tool (PEDI-EAT-10). The impact of children's feeding and swallowing problems on their parents was measured through the Feeding/Swallowing Impact Survey (FS-IS). According to the PEDI-EAT-10 results, abnormalities in swallowing function were identified in 20% of children diagnosed with ASD, and in 8.57% of TD children. However, no statistically significant difference was found when the PEDI-EAT-10 total scores of both groups were compared (p=0.833). An analysis of the FS-IS subscales revealed a statistically significant difference in the 'daily activities' subscale between the parents of children with ASD and TD (p=0.036). In contrast, no significant difference was observed between the groups in terms of 'worry,' 'feeding difficulties,' and total FS-IS scores (p>0.05). This study demonstrates that children with ASD carry a higher clinical risk forparent-reported swallowing and feeding difficulties compared to their typically developing peers, and that these problems negatively affect parents' quality of life. The findings highlight the importance of early assessment offeeding skills and behaviour as well as swallowing function, and the development of child-family-centred holistic intervention approaches to support children's functional development and improve families' daily lives. What is already known on the subject Feeding and swallowing difficulties are more frequently observed in children with Autism Spectrum Disorder (ASD) than in their typically developing (TD) peers. These difficulties include food selectivity, chewing and swallowing problems, and disruptive mealtime behaviours. While these symptoms are not core diagnostic criteria for ASD, they significantly affect the child's health and family dynamics. Previous research has mostly focused on behavioural aspects of feeding without extensively comparing clinical symptoms of dysphagia or their psychosocial impacts on caregivers. What this paper adds to the existing knowledge This study offers a comparative analysis of swallowing difficulties in children with ASD and TD children using validated tools (PEDI-EAT-10, FS-IS). It highlights that while clinical dysphagia risk is higher in children with ASD, the most significant impact observed is on caregivers' daily functioning. Importantly, it shows that even without statistically significant differences in most metrics, parents of children with ASD experience greater disruptions in everyday routines. The study also confirms that the severity of children's swallowing symptoms correlates with increased parental stress and reduced quality of life. What are the potential or actual clinical implications for this work? The findings underline the importance of early identification and intervention for feeding and swallowing difficulties in children with ASD. Paediatricians, speech-language pathologists, and interdisciplinary teams should consider both the physical and psychosocial dimensions of feeding problems. Child- and family-centred approaches are essential to address the functional impact on families. Tailoring interventions to alleviate caregiver burden and enhance daily life quality can improve outcomes for both children and their families. This study supports integrating caregiver support and education into clinical protocols for managing feeding difficulties in neurodevelopmental disorders.

IntroductionThe ability to solve complex mathematical problems has become a key indicator of students' mathematical literacy and innovative capacity.MethodsBased on the TIMSS 2023 data and focused on eighth-grade students in Taiwan, China, the United States, and Turkey, the study investigates the interaction mechanisms among students' learning interest (LI), classroom disruptive behavior (CDB), self-efficacy (SE), and complex mathematical problem-solving ability (CMPSA) through constructing a structural equation model.ResultsLI, CDB, and SE are significantly correlated with CMPSA and can predict CMPSA. In addition, LI not only influences CMPSA directly, but also has an indirect effect through CDB and SE, including both parallel and chain mediation effects. Cross-cultural analysis further reveals significant regional differences in the impact mechanisms of CMPSA. To be specific, Taiwan, China is mainly characterized by the direct effect of LI, while the United States and Turkey rely on the indirect path of SE.DiscussionThese explorations systematically reveal the formation mechanism of CMPSA from the perspective of multidimensional interaction of cognition, emotion, and environment, enrich the cross-cultural theoretical framework of CMPSA, and provide empirical basis for optimizing mathematics teaching practices and formulating regionally adaptive intervention strategies under different education systems.

ABSTRACT Disruptive behaviours stress teachers, and negatively impact academic achievement and student well-being. Very little data exists for French teachers’ perception of disruptive behaviours and the strategies they use to deal with them. Two hundred and fourteen French primary and secondary teachers answered an online questionnaire about their perception of disruptive behaviours and their class management strategies. Results show that French teachers are frequently exposed to disruptive behaviours. They use positive reinforcement for appropriate behaviours and give negative attention to disruptive behaviours. A network analysis revealed that the perception of disruptive behaviour correlates negatively with class climate, but does not correlate with teacher self-efficacy relating to their class management. The implications for teacher training on class management are mentioned.

The Good Behavior Game (GBG) is an evidence-based classroom management intervention shown to reduce disruptive classroom behavior in a variety of academic settings. In typical application, the GBG utilizes an interdependent group contingency, and the teacher explains to the students which contingencies are in place and how they relate to behavior (i.e., a rule statement is provided). Given this approach, behavior may change for at least two reasons. First, behavior contacts the reward contingency in place during the GBG. Second, student’s behavior occurs as a function of rule governance (i.e., previous experience with rule statements). In an effort to evaluate which mechanism may be responsible for behavior change during the GBG, the current study used a nonconcurrent multiple baseline design to evaluate behavior during the GBG in the presence and absence of a reward contingency (i.e., rule statement plus contingency or rule statement only) across four second grade classrooms in the Southeastern U.S. Results of the study indicated the reward contingency was a necessary component to yield maximum behavior change. Results are discussed as they relate to implementation of the GBG and its component parts.

Abstract While some teachers thrive, in similar circumstances other teachers encounter considerable difficulties. This is particularly concerning in England, where high numbers of teachers with five or fewer years' experience leave the profession to take another job outside of teaching, and pupil numbers are outpacing teacher numbers (Bryan & Price, 2025; Menzies, 2023). The power of personality traits in predicting a broad range of performance and achievement outcomes across the lifespan is well established (Beck & Jackson, 2022; Bleidorn et al., 2021), including teacher effectiveness (Bardach, Klassen & Perry, 2022). Our research aims to advance understanding of why some Early Career Teachers (ECTs) with two or fewer years’ experience thrive while others leave the profession prematurely. Using the six‐factor HEXACO Personality Model (Ashton & Lee, 2001), the Dark Triad of Personality (Paulhus & Williams, 2002) and the 4Cs Model of Mental Toughness (Clough, Earle & Sewell, 2002), our research examined relationships between adaptive and maladaptive personality traits and mental toughness among a sample of beginning Primary and Secondary teachers in England (n = 130; 65% women; 76% ages 21–30 years). Personality models are typically hierarchically structured, with narrow, facet‐level traits (facets) being nested within and defining broad, factor‐level traits (factors). We examined relationships between extraversion and conscientiousness with mental toughness at factor and facet level, to derive a more nuanced understanding of influential constructs and provide a deeper insight than is commonplace within similar studies. As hypothesised, extraversion and conscientiousness were positively associated with mental toughness. Facet‐level analyses showed the social self‐esteem facet of extraversion was most important for having higher mental toughness among our sample of beginning teachers. Together, this suggests personal characteristics might buffer stressors such as workload and disruptive pupil behaviour among ECTs. As a secondary aim, we investigated whether subclinical narcissism might be beneficial for beginning teachers. Our analyses showed that social self‐esteem was solely responsible for the relationship between narcissism and increased mental toughness. suggesting previous findings might be epiphenomenal and there might be no brighter side of narcissism. A graphical abstract is available in the supplementary material.

IntroductionThe Spruce Bough is the first supportive living facility in Yellowknife, Northwest Territories, and hosts the first long-term residential managed alcohol program (MAP) in northern Canada. The program accepts individuals who have at least two co-morbid mental health, physical health, substance use, and/or mobility concerns. This study sought to hear from residents about their experiences in the program.MethodThis study utilized a community-based participatory approach including the residents of the Spruce Bough in development, design, and data analysis, with the aim of generating results that would improve the lives of residents. Resident co-researchers used inductive coding to draw themes from statements gathered through focus groups and interviews and used these to develop recommendations to improve resident wellness for Spruce Bough leadership.ResultsResidents reported that life was good at Spruce Bough, they had what they needed, and that staff were supportive and helpful. Concerns included unmet needs for special meals for individuals with specific health-related dietary needs; the disruptive behaviour of individuals drinking outside the MAP; and disrespect felt by residents through actions or comments by staff.ConclusionThe Spruce Bough supportive living model is seen as successful by residents; however, they identified potential areas of improvement. Community-based participatory research allowed residents to provide recommendations to be shared with service providers and funders for continued quality improvement. The insights provided and the interest in participation shown by residents indicate that the program would benefit from creating an ongoing mechanism to include resident feedback in decision making.

Abstract Internal exclusion (isolation) is a behaviour management approach involving the temporary relocation of a pupil from their classroom to a designated isolation space as a consequence of disruptive behaviour. We present the first study of prevalence (i.e., what proportion of young people are isolated?), inequalities (i.e., who is more likely to be isolated?) and outcomes (i.e., does isolation impact school belonging and other salient outcomes?) of this disciplinary practice in English secondary schools, via secondary analysis of the #BeeWell dataset (k = 121 mainstream schools in Greater Manchester; N = 34,377 pupils in Years 7 and 10). 8.3% of pupils reported being internally excluded at least once a week, for an average of 8.44 hours per week. Differences between schools explained 6% of the probability of pupils reporting being placed in isolation, and they were more likely to do so if they attended schools with higher suspension rates. Older pupils, boys, LGBTQ+ young people, those with special educational needs, eligible for free school meals, living in more deprived neighbourhoods and from minoritised ethnic groups were all disproportionately internally excluded. Doubly robust estimation models revealed that isolation contributes to significantly worse school belonging (d = −0.15) and relationships with school staff (d = −0.18). While there were no overall effects for perceived stress or mental wellbeing, subgroup analysis showed that internally excluded girls' mental wellbeing was negatively impacted (d = −0.07). We conclude that internal exclusion is a very widely used but likely discriminatory and harmful practice; accordingly, alternative approaches to managing behaviour in secondary schools are warranted.

Overcrowding in classrooms has become a persistent challenge, often resulting in strained teacher capacity, reduced individual learner attention, and increased cases of disruptive behaviour. This study explored the relationship between teacher-pupil ratios and behaviour management in overcrowded primary schools, with a specific focus on selected schools in Chibombo District, Zambia. The study examined how large class sizes affect teachers’ ability to implement effective behaviour management strategies and maintain a conducive learning environment. An exploratory quantitative design was used, with 90 respondents (30 teachers and 60 pupils) selected through purposive and simple random sampling. Data were analyzed using SPSS and Excel. The findings revealed that high teacher-pupil ratios contributed to diminished classroom control, teacher burnout, and limited learner engagement, which collectively compromised academic outcomes. The study found that teachers in overcrowded classes spent more time on discipline and control than on actual teaching, reducing instructional quality. The study also revealed that pupils in such classrooms exhibited higher levels of disruptive behaviour due to limited teacher supervision and inadequate individualized attention. The study underscored the need for policy interventions aimed at reducing class sizes, recruiting more teachers, and providing professional development in behaviour management strategies tailored for overcrowded learning environments. Hence, the study strongly recommended that the Ministry of Education prioritize the recruitment and equitable distribution of teachers in rural districts such as Chibombo to reduce overcrowding, enhance behaviour management, and improve overall learning outcomes.

Online competitive action games have flourished as a space for entertainment and social connections, yet they face challenges from a small percentage of players engaging in disruptive behaviors. This study delves into the under-explored realm of understanding the effects of moderation on player behavior within online competitive action games on an example of a popular title - Call of Duty®:Modern Warfare®II. We employ a quasi-experimental design and causal inference techniques to examine the impact of moderation in a real-world industry-scale moderation system. We further delve into novel aspects around the impact of delayed moderation, as well as the severity of applied punishment. We examine these effects on a set of four disruptive behaviors including cheating, offensive username, chat, and voice. Our findings uncover the dual impact moderation has on reducing disruptive behavior and discouraging disruptive players from participating. We further uncover differences in the effectiveness of quick and delayed moderation and the varying severity of punishment. Our examination of real-world gaming interactions sets a precedent in understanding the effectiveness of moderation and its impact on player behavior. Our insights offer actionable suggestions for the most promising avenues for improving real-world moderation practices, as well as the heterogeneous impact moderation has on different players.

The interpersonal mindfulness program is an activity carried out to deepen insight into healing and realizing what is detrimental to oneself by being guided either in pairs or small groups. Habituating someone to behave, especially in the use of interpersonal mindfulness, requires more directed and regular activities. Good behavior game (GBG) is one of the activities used as a class or group management strategy in which there are activities or activities containing rules, dividing groups, providing feedback, deducting points if anyone violates the rules. The results of the literature search show several studies related to this theme in the form of good behavior game methods that can affect individual self-regulation. The research design uses a Pre-Experimental design with One Group Pre-Post Design method. The study will be conducted on 23 students who are doing the Community Service Program (KKN) in Nanjung Village. Based on the research results, there was a 4.52% increase in interpersonal mindfulness among students. However, the results of this statistical test showed that the implementation of the Good Behavior game was not considered effective in increasing Interpersonal Mindfulness in KKN students. This can still show an initial indication of the program's success, even though it is on a small scale. This can be caused by several things such as good behavior game which focuses more on disruptive behavior, while mindfulness is more on the individual's abilities within themselves, and the duration of the activity is considered insufficient to create habituation in its rules. Although from the students' opinions, they feel that they have learned to communicate well and understand other people.

Barriers to physical activity, and Classroom behaviour are mostly experienced by the children with autism spectrum disorder (ASD). It also affects the communal and educational developments of the children. The way the gross motor (GM) abilities, and behavioural outcomes of ASD children are improved by the impact of Unified Goal-Oriented Physical Activity (UGOPA) training are analyzed in this study. The experimental group (EG) and the control group (CG) are 2 groups that are formed using 18 boys with high-functioning autism, ages 7 to 11. For14-weeks, structured UGOPA program was received by the EG, and there was no specialized intervention received by the CG. For balance, Stork Balance Test, and for coordination, Plate Tapping Test, and for behavioural analysis, Autism Social Skills Profile-2 (ASSP-2) are the assessments that are used. From the outcomes, children who received UGOPA training has some remarkable developments in the balance, coordination, and social behaviours. A notable decrease in disruptive behaviours are also highlighted by the outcomes. There are non-significant changes in the CG. The motor abilities are improved by the UGOPA training, and the social functioning and classroom behaviour are also improved by this UGOPA training, as per the findings. Then, a potent, evidence-based intervention for children with ASD in their behavioural and physical development are facilitated by the UGOPA and other structured physical activity programs. The ASD affected children are greatly benefited from the structured physical exercise programs, and it is the main emphasis of the study. Thus, the significance of integrating such interventions within educational and therapeutic settings are also highlighted in this study.

Objective: The aim of this study was to adapt the Disruptive Behavior Disorders Assessment Scale into Turkish and to perform validity and reliability analyzes for the evaluation of disruptive behavior disorders in children and adolescents. Method: To evaluate the construct validity of the scale, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied. With AFA, the underlying factor structure of the scale items was examined; the accuracy of the obtained model was tested with DFA. Results: As a result of AFA, a four-factor structure was determined and this structure was confirmed by CFA. The scale consists of 42 items in total. The total variance explained by the Disruptive Behavior Disorders Rating Scale is 54.95%. The scale was applied to a sample group of 480 people. The overall Cronbach Alpha coefficient of the scale was found to be .91. The internal consistency coefficients of the subscales ranged from .71 to .88. The lowest score that can be obtained from the scale is 0, and the highest score is 126. High scores indicate that the symptoms of disruptive behavior disorders are more intense in the individual. Conclusion: Disruptive Behavior Disorders Assessment Scale is a valid and reliable measurement tool that can be used to evaluate disruptive behavior disorders in children and adolescents.